Transcript In a standards based world we: Assess Plan Teach

In a Standards-Based World
Everyone Can Be a Winner!
Summit on Urban Education in Ohio
Thursday, May 5, 2005
Cleveland Municipal School District
Donna Snodgrass
Cleveland Teachers Union
Maryann Fredrick
Barbara Byrd-Bennett, CEO, Cleveland Municipal School District
Joanne DeMarco, President , Cleveland Teachers Union
Board of Education
Dr. Margaret M. Hopkins, Chair
Grady P. Burrows, Vice Chair
Rashidah Abdulhaqq
Lawrence W. Davis
Louise P. Dempsey
Magda Gomez
Robert M. Heard, Sr.
Willetta A. Milam
Gladys Santiago
Dr. Michael Schwarz, ex officio member
Dr. Jerry Sue Thornton, ex officio member
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Educators all over Ohio are attempting to
build unified standards-based curricular
systems.
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Cleveland’s unified ELA system
includes:
Standards Matrix
Standards at a Glance
Pacing Guides
Instructional Guides – Model Lessons
Benchmark and Dipstick Assessments
Intervention Materials
Standards-based report card
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In a standards-based world:
First, educators Assess to
understand a student’s current
knowledge of the standards,
Assess
Then, they Plan to connect
the assessment
results to instruction,
Then, they Teach to the
standards, beginning
where the student is ready to
learn.
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But in order to to assess, plan and teach, to
the standards, first educators must . . . .
UNPACK the Standards!
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Unpacking the standards is a process districts employ to
“breathe life” into the standards in a way that gives educators,
students and parents specific and clear directions about what
to assess, plan and teach.
The First Step in Unpacking the Standards…
… is to organize the standards in a way that reveals hidden
patterns within and among the standards.
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Cleveland educators have organized the Ohio
standards in a way that reveals how standardsbased skills should develop from Pre-K through
12, well as what students should know and do at
specific points in time to be on-track for
.graduation.
Reading (5)
Writing (3)
Research (1)
Communication (1)
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Standards at a Glance
• Provides a condensed view of all the English Language
Arts standards and indicators for a particular grade
• Includes all ELA standards: five standards for reading,
three standards for writing, one standard for research, and
one standard for communication
• Distributed to all teachers at the beginning of the school
year
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Pacing Charts
• Lay out the grade level indicators by quarters and provide
a research-based framework for determining the
appropriate timing of instruction
• Identifies the most critical skills
• Developed in reading and writing for grades
Pre-K through 12
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The second next step in unpacking the standards
is to unpack the benchmarks and grade level
indicators into their implied assessment items and
lessons.
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Standards, benchmarks and grade level indicators are
theoretical statements in which assessments and lessons are
merely implied. There are no explicit assessments or lessons
in any standard, any benchmark or any grade level indicator.
One hundred experienced teachers might read a standard,
benchmark or grade level indicators and each visualize a
different assessment or lesson.
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The need for common assessments and
lessons:
• If our assessments and lessons are not common, our 100
teachers might all be teaching to the same standards, but all
be measuring and working toward different learning
targets.
• Each test and lesson is a concrete example of what a child
must do to demonstrate mastery of a standard.
• Common assessments and common lessons mean common
learning targets.
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Common assessment and common lessons are vital in a
district where it is common for children to transfer from
school to school. Common assessments and lessons mean:
• Children are less likely to miss content, when they transfer.
• The setting may be different when children transfer, but the work is
familiar.
• Upon transfer, teacher can more readily engage children in
appropriate class work.
• All of the students’ records move with children to their new District
school through SchoolNet, a managed learning system.
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Assessment
• Historically, assessment has focused on norm-referenced
tests, which rank students in order of their performance.
• Even if 100 students do relatively well on a normreferenced test, they are rank-ordered by their scores.
• Thus, by their very nature, norm-referenced tests create
winners and losers.
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In a standards-based assessment environment everyone can be
a winner!
On a standards-based test, students are not compared to each
other, rather, their performance is compared to the mastery of
a specific set of skills or concepts.
If everyone masters the targeted standards at a high enough
level, everyone is a winner!
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Cleveland has unpacked the ELA standards into a
variety of common assessments. Each of these
assessments serve different useful purposes.
•
Benchmark Tests
•
Dipstick Tests
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Benchmark Tests
• District teachers created a series of benchmark tests that
are equated to each other and the Ohio Third Grade
Reading Test.
• Three of these District benchmark tests are being
administered to third grade students during the 2004/2005
school year.
September test – is NOT a secure test
December test – is a secure test
May test –
is a secure test
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• In 2005/2006 three versions of third, fourth and fifth grade Benchmark
tests will be fully operational.
• Statistically equated versions of the tests at each grade level will be
administered in September, December and May. The Benchmark tests
are aligned to their grade level counterpart Ohio Achievement Tests.
• Benchmark tests will be vertically scaled across grade levels to allow
for the tracking of growth over time.
• Sixth and seventh grade Benchmark tests will become operational in
2006/2007.
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We have studied hard.
We have all become good at the data part of
DATA DRIVEN INSTRUCTION.
Now, we must make the jump from
data to ……..
…. ACTION

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Examples of Action or:
INSTRUCTION DRIVEN BY DATA
• Scoring Camp for Kids (grades 3-7)
• Learning to Answer and Score Open-ended Test
Items on the Ohio Graduation Test (Reading,
Science, Social Studies and Mathematics)
• Intervention Activities Teachers Can Do When
Kids Can’t: (grades 3-7)
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Scoring Camp for Kids helps students learn to write
high quality responses to open-ended test items. The
materials and activities in the Scoring Camp for Kids
manual are based on the premise that providing students
with exemplars of what constitutes high quality work
facilitates the students’ ability to produce high quality work.
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Intervention Activities Teachers Can Do When
Kids Can’t: Answer Multiple-Choice Items on
Cleveland Third Grade Reading Benchmark Test….
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…Provides Cleveland teachers with an array of
hands-on and concrete intervention ideas for helping
students who are having difficulty with multiplechoice items on the Cleveland Third Grade Reading
Benchmark Test
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The Cleveland Literacy System URL
http://www.cmsdnet.net/opd/CLS/index.htm
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Dipstick Tests – are short periodic tests that measure
skills that are markers of good progress. These
markers are identified on the Pacing Charters. For
example: in grade three there are common dipstick,
based on common lists provided to teachers, for
example:
•
•
•
•
Sight word tests
Prefix and suffix tests
Contractions tests
Antonym and synonym tests
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An Aligned System: CLS Tools
State Assessments
-District Benchmark
and Dipstick
-Classroom
Assessments
•
•
•
•
Instructional
Guides/
Lesson Plans
-Ongoing
Assessments
-Intervention
Activities
Assess
Standards Matrix
-Pacing Charts
-Literacy Block
Structures
-Instructional Guides
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90 Minute Literacy Block Template
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90 Minute Literacy Block Components
•
•
•
•
•
•
•
•
Whole group mini-lessons
Guided Reading
Independent and partner reading
Vocabulary development
Spelling
Fluency practice
Writing
Teacher read aloud
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Teachers are not the only individuals in classrooms
who need to understand the standards!
Standards must be unpacked for students too!
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Rewriting standards into student-friendly language
is a positive step in ensuring that students
understand what they are to learn!
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Consider a standard that requires that a student
“summarize” a story…
… how might the concept “summarize” be put into
student-friendly language?
… perhaps as, the “Big Idea of the Story.”
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Once teachers have rewritten standards into studentfriendly language, students can turn the standards
into “I can statements!”
For example, a student
might say “I can
summarize or tell the big
idea of a story and let me
show you my evidence….
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Students should keep evidence of their own work, as
it relates to the standards. Some examples are:
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•
•
•
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Student portfolios
Graphs and charts
Checklists
Record sheets
Learning chains
Quality control sheets
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A Standards-Based World Includes Everyone:
•
•
•
•
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Teachers
Students
Administrators
Parents
Community Members
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Students need to be
actively engaged in
their personal progress.
Here are some samples
of how students can
record and celebrate
their personal progress.
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Look What I Accomplished This Week
Student:
Week:
Monday


+ 
Tuesday
Wednesday
Thursday
Friday
I can read:
I can read:
I can read:
I can read:
I can read:
I can write:
I can write:
I can write:
I can write:
I can write:
I can add and
subtract:
I can add and
subtract:
I can add and
subtract:
I can add and
subtract:
I can add and
subtract:
I can tell time:
I can tell time:
I can tell time:
I can tell time:
I can tell
time:
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Learning Chains
Learning chains are one way to help students measure and celebrate individual, classroom or
building progress. Links in the chain represent skills and concepts that students have
mastered. Each link makes an equal contribution to the total length of the chain no matter
whether the links represent the work of the most advanced student or the work of a student
who is just starting to make progress.
The links of an individual child represent the measured progress of that child. Combining
the links of all the students in the class (or building) represents the measured progress of the
entire class (or building) over a specified period of time.
Step 1:
Create colored strips as shown below.
Reserve for taping
Reserve for taping


11” long and 1 ½ “ wide
¾”
Student’s Name: _________________________
Class: ______________
What I accomplished: ____________________________________________
______________________________________________________________
¾”
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Step 2:
Allow each child to pick the color he or she will use for all of his or her links.
Give each child an envelope or bag in which to keep untaped paper links he or she has
earned.
Step 3:
Each time a child has completed an assigned or agreed upon task he or she is
given a strip as shown above. The child immediately writes the appropriate
information on his or her strip and puts it in his or her envelope.
Step 4:
At an agreed upon time, each child chains together his or her links and
measures the length of his or her chain in order to determine his or her measured
progress. Students can graph the length of their chains on a time series chart at
regular time intervals. The time intervals are graphed on the x-axis, and the length of
the chain is graphed on the y-axis. The entire class can link its chains together.
Classroom chains can reach around the room more than once. (Measured progress for
a building can reach around the block.)
This activity is a good opportunity in elementary or middle schools for older students
to apply what they have learned about measuring the perimeter of a figure.
Step 5:
why.
Each child should be able to tell which link he or she is most proud of and
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Percentage
100%
- Quality Control Sheets or Student Performance Over Time
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Date
Assessment
Number
1
2
3
4
5
6
7
8
9
10
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Assessment
How I prepared for each assessment.
1
2
3
4
5
6
7
8
9
10
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